Surveying preschool teachers’ use of digital tablets: general and technology education related findings
Surveying preschool teachers’ use of digital tablets: general and technology education related findings
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调查学前教师使用数字平板电脑的情况：普通教育和技术教育相关的调查结果
DOI：
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发表时间：
2018
影响因子：
2.1
通讯作者：
M. Hultén
中科院分区：
文献类型：
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作者：
Anna Otterborn;K. Schönborn;M. Hultén
近年来，幼儿园中数字平板电脑的使用量显着增加。文献表明这些工具可以提高学生的读写能力和协作技能。随着社会日益数字化，学前课程改革也强调将技术和科学科目作为优先学习领域。教师的知识和经验对于执行这一任务至关重要。在瑞典，很少有研究探索使用数字平板电脑教授学前技术和科学，因此迫切需要确定数字教具作为教学工具的作用。这项调查研究旨在确定如何使用数字平板电脑来支持学龄前儿童的一般学习以及技术教育。瑞典各地的学前教育工作者 (n = 327) 对一项在线调查做出了回应，该调查包括 20 个封闭项目和 6 个开放项目，探讨了数字平板电脑的使用情况。调查结果显示，幼儿园中数字平板电脑的参与度很高，活动针对各种学科相关、社交和通用技能。编程、发明、构建和创造、解决问题和设计作为技术学科领域的平板电脑活动而引人注目。提供有意义的学习任务和数字适应性的机会被视为使用平板电脑的教学优势，但人们对整合平板电脑活动的期望越来越高，而随之而来的是数字技能的缺乏，这被视为局限性。教师对未来平板电脑使用的建议包括为平板电脑实施制定更清晰的课程指南，以及为获得数字能力提供充分的培训。
The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.